Early Literacy and Structured Literacy Coach

Exempt

Department:

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Primary Supervisor:

Secondary Supervisor:

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Curriculum, Instruction, and Assessment

CIA

Curriculum, Instruction, & Assessment Director

Chief Academic Officer

K�3 Primary; K�12 Alignment Support

Primarily Remote

8 AM to 4 PM, Monday through Friday

SUMMARY: The District Early Literacy & Structured Literacy Coach provides district-level leadership focused on early literacy development, the implementation of the science of reading, and structured literacy practices in grades K�3. This role is dedicated to strengthening foundational reading skills, developing fluency, and providing evidence-based literacy instruction aligned with Georgia standards and state literacy priorities.

This position is distinct from grade-band ELA coaching roles. While the primary focus is early literacy (K�3), the role supports vertical alignment of literacy expectations across grade levels to ensure long-term coherence and proficiency.

The District Early Literacy & Structured Literacy Coach supports district priorities by:

Leading implementation of the science of reading and structured literacy practices

Strengthening foundational reading instruction (phonemic awareness, phonics, fluency, vocabulary, comprehension)

Monitoring early literacy assessment trends

Supporting leadership calibration related to literacy rigor and alignment

Designing professional learning specific to early literacy development

This is a non-supervisory coaching position focused on capacity-building, instructional modeling, and system alignment.

ESSENTIAL FUNCTIONS: The following statements describe the general nature and scope of work performed in this role. This is not an exhaustive list of responsibilities:

Provide district-wide leadership in early literacy and structured literacy implementation

Support the fidelity of science of reading practices in K�3 classrooms

Lead job-embedded coaching cycles focused on foundational reading instruction

Model evidence-based early literacy instructional strategies

Support the development and refinement of foundational skills instructional resources

Analyze literacy data (screeners, fluency measures, benchmark assessments, Common Assessments) to identify trends and gaps

Partner with gradeband leaders to strengthen K�3 literacy monitoring systems

Facilitate professional learning aligned to structured literacy and fluency development

Support alignment between early literacy practices and upper-grade literacy expectations

Contribute to vertical alignment conversations with 4�12 ELA leaders as needed

Participate in Instructional Leadership Summits to calibrate literacy expectations

Document coaching interactions and track impact trends

Supervisory Responsibilities: This position has no formal supervisory responsibilities.

Competencies: To perform the job successfully, an individual should demonstrate the following competencies:

Early Literacy Expertise: Deep knowledge of the science of reading, structured literacy, and foundational skill development.

Data-Driven Decision Making: Uses screening and benchmark data to guide instructional improvement.

Coaching & Adult Learning: Builds trusting coaching relationships and facilitates meaningful professional learning.

Systems Alignment: Understands vertical literacy progression and supports coherence across grade levels.

Professionalism: Maintains integrity, confidentiality, and alignment to district instructional priorities.

MINIMUM REQUIRED QUALIFICATIONS:

Bachelor's Degree required; Master's Degree preferred

Valid Georgia teaching certificate

Minimum 5 years of successful classroom teaching experience, with experience in early literacy instruction

Demonstrated expertise in the science of reading and structured literacy practices

CERTIFICATES AND LICENSES:

GA PSC Educational Certificate required

Reading Endorsement or Literacy Certification required

Clear Fingerprint/Background Check Required

OTHER REQUIRED QUALIFICATIONS:

Pedagogical knowledge content being taught, and the ability to apply critical thinking

Knowledge of state content standards and ability to align those with GCA's chosen curriculum, academic supplements, and reinforcement supports

Understanding of the interdependency of deadlines on multiple projects and being able to act to preserve the integrity of other people's deadlines

Ability to work independently, typically 40+ hours per week

Ability to maintain teacher certification/professional development hours and fluency in all school systems, programs, and curriculum as applicable

Ability to communicate well with school personnel, parents, students, and cabinet office staff while complying with the confidentiality requirements in local, state, and federal policies

Ability to inspire teachers and school staff to meet school improvement initiatives and goals

Ability to display a professional attitude in working with school personnel and parents

Must be able to manage large volumes of paperwork and maintain adequate records

General knowledge of computers, computer commands, peripherals, and various operating systems.

Experience using search engines (Internet) for research projects

Desire to research and learn new technology skills and platforms

Demonstrate initiative and the ability to handle multiple tasks simultaneously

Ability to interact positively with teachers, administrators, and support staff

Possess knowledge of the school improvement process

Must be an advocate for virtual learning and believe in the mission of Georgia Cyber Academy

Knowledge of state and federal laws, and other pertinent laws regarding K-12 Education, as they relate to applicable duties

Knowledge of GaDOE CCRPI

Proficiency in using computer-based software and online resources to develop training materials

Ability to read and interpret student academic data and educational reports

Familiarity with online learning environment

Experience working with diverse student populations

Advanced/Proficient in MS Excel, MS Word, MS PowerPoint, Project, Visio, OneNote, and G-Suite.

Ability to rapidly learn and adapt to new technologies and teaching platforms

Ability to manage competing priorities with attention to deadlines

Strong critical thinking, planning, and writing skills

Ability to work independently as well as collaborate and communicate effectively within a team

Ability to manage multiple projects within established deadlines

Dependable, able to work under pressure and meet deadlines as required

Demonstrates strong interpersonal skills using tact, patience, and courtesy

Excellent organization skills, including the ability to incorporate methods and build systems that can be used across the district

Excellent presentation and public speaking skills

Excellent written and verbal communication skills

Strong work ethic and self-motivation

Ability to be flexible and adaptive to ensure excellent student outcomes

Ability to problem-solve independently and have a high level of organization

Outstanding attention to detail

Maintain a professional home office without distraction during the 8 AM - 4 PM workday when working from home

Consistent access to reliable high-speed internet

Valid driver's license and availability of private transportation

Ability to travel 25% of the time as required

DESIRED QUALIFICATIONS:

Advanced Degree in Education or related field of study

Leadership degree, endorsement, or similar additional certification

Gifted, Special Education, and/or ESOL certifications

Proficient/Advanced with Canvas (LMS)

Proficient/Advanced in the use of the Zoom conferencing tool

Three (3) years of virtual educational environment experience

Previous experience as an online educator

Previous experience with online educational tools/curriculum/assessments

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. This is primarily a Monday through Friday, 8 AM to 4 PM, 5 days/week, home-based position that may require traveling up to 25% of the time. During critical periods, in-office days may be required. The office noise level is usually moderate (computers, printers, and light foot traffic). In-person attendance at professional development, training, conferences, job fairs, meetings, school events, marketing events, and testing sites will be required several times per year. Light lifting required.

The above job description is not an all-inclusive list of duties and standards for the position. Incumbents will follow any other instructions and perform any other related duties, as assigned by their supervisor. All employment is "at-will" as governed by the law of the state where the employee works. It is further understood that the "at-will" nature of employment is one aspect of employment that cannot be changed except in writing and signed by an auth orized officer.